Date of Award
Spring 3-1-2020
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Kara Vander Linden Ed.D.
Second Advisor
Meghan Cavalier, Ph.D.
Third Advisor
Corey Mckenna, Ph.D.
Abstract
There is worldwide teacher shortage that is affecting the access to quality education. In past 5 years, as high as 50% of new teachers have been leaving the field during their first 5 years, after receiving a teaching credential. To help slow attrition rates in California, induction has become a required element for new teachers to transition from a preliminary credential to a clear credential. The purpose of this qualitative study was to explore and examine the effect on teaching and retention of novice teachers based on their beliefs and attitudes regarding California induction policy requirements. The research question to guide this study was: How do the attitudes and beliefs of new teachers, regarding California induction policy requirements, affect teaching and retention after participating in a university-based online induction program? The sample was a purposeful convenience sample consisting of 11 teachers who were required to complete an induction program in California. The data collection instruments were initial interviews, archival data in the form of Individual Learning Plans (ILPs), and follow-up interviews. Inductive analysis was used. Throughout the study, the constant comparative analysis method was used. The findings showed the attitudes and beliefs of induction participants in California do affect teaching and retention. While induction has positive effects on teaching and retention rates, the policy tied to induction sometimes elicit negative attitudes and beliefs in new teachers. These findings shed light on the importance of providing teachers’ attitudes and beliefs towards induction to policymakers.